THE INFLUENCE OF USING ROLE PLAY ON THE STUDENTS’

SPEAKING SKILL AT THE TENTH GRADE OF MA NURUL

HUDA MUNJUL CIREBON

A THESIS

Submitted to the English Education Department of IAIN Syekh Nurjati Cirebon in

Partial Fulfillment of the Requirements for the Graduate Degree in English Education

BY:

FARKHATUL FUAD Reg. Number: 06430406

ENGLISH STUDY OF THE TARBIYAH FACULTY OF SYEKH NURJATI

THE INSTITUTE FOR ISLAMIC STUDIES (IAIN) CIREBON

2012

ABSTRACT

FARKHATUL FUAD: THE INFLUENCE OF USING ROLE PLAY

ON THE STUDENTS’ SPEAKING SKILL

AT THE TENTH GRADE OF MA NURUL

HUDA MUNJUL CIREBON

Naturally, the existence of language in the world cannot be separated from

the life of human being. This is because that language is the only tool for them to

communicate between or among themselves. All of people existing in the world use

language to communicate one other. But a very few people understand about the

meaning of language. Any language existing in the world of course has four basic

language skills, say, a foreign language means to introduce or to learn the four basic

language skills to understand of the words (knowledge of vocabulary) plays an

important role in speaking.

The aims of the research are to find out the data about using role play, to find out

the data about the students’ speaking skill, and to find out if there is any positive and

significant influence of using role play on the students’ speaking skill.

The approach of the research in writing this thesis is quantitative approach. It

means that the data which is obtained from the field of the research is then analyzed

statistically by means of numbers by using formula of Product Moment by Pearson.

In collecting the data, the techniques used by the writer are observation,

interview, and test. The data that have been collected were computed and analyzed by

using Product Moment. It aims to influent the result of using role play on the

students’ speaking skill at X grade of MA Munjul Cirebon.

The analysis of the test shows that the average score of using role play is 75.575.

The average score of the students’ spekaing skill is 66.75. finally the correlaton of X

variabel on Y variabel is 0.79. It means that 62.41 % enough influential level from

the correlation between the using role play on the students’ speaking skill at X grade

of MA Nurul Huda Munjul Cirebon.

PREFACE

In the name of ALLAH, The Most Gracious and Most Merciful. All praises

and thankfulness be to Allah. Because of His permission the writer has been able to

finish this thesis. May invocation and safety always be given to the prophet

Muhammad (peace be upon Him), his family, his colleagues, and followers up to the

end of the world.

The title of the thesis is “THE INFLUENCE ON ROLE PLAY ON THE

STUDENTS’ SPEAKING SKILL AT THE AT THE TENTH GRADE OF MA

NURUL HUDA MUNJUL CIREBON” is submitted to fulfill one of the

requirements for achieving the Islamic Scholar Degree at the English Department of

the Tarbiyah Faculty of The Institute For Islamic Studies (IAIN) Syekh Nurjati

Cirebon.

In writing this thesis, there are many people who have participated, support,

helped, and advised. So on this opportunity, the writer would like to express her

sincerity and profound thankfulness to:

1. Prof. Dr. H. Maksum Mukhtar, MA, the Rector of IAIN Syekh Nurjati Cirebon.

2. Dr. Saefudin Zuhri, M.Ag, Dean of Tarbiyah Faculty of IAIN Syekh Nurjati

Cirebon.

3. Dr. Hj. Huriyah Saleh, M. Pd, the Chairwoman of English Department of IAIN

Syekh Nurjati Cirebon

4. Dr. Hj. Huriyah Saleh, M. Pd, the first supervisor.

5. Mr. Sumadi, SS, M.Hu, the second supervisor.

6. Drs. Mahmud, the Headmaster of MA Nurul Huda Munjul .

7. The English teachers of MA Nurul Huda.

8. All teachers and school staff of MA Nurul Huda.

9. Eva humairoh (epoy geboy) andAll friends that cannot be mentioned one by one

for their motivation.

10. especially for Mr. Ahmad Affandi who always support, suggest and stric but kind

to me.

The writer realizes that this thesis is still far from being perfect and there are

many mistakes both in the arrangement and in the content of this thesis. Accordingly,

any comment and suggestion given by the reader would be happily welcome.

Hopefully, this thesis will be useful for the readers especially, for the writer

herself and also for the students of Syekh Nurjati Cirebon.

Cirebon, Mei 23, 2012

The Writer

Farkhatul Fu’ad

TABLE OF CONTENTS

ABSTRACT

RATIFICATION

OFFFICIAL NOTE

LETTER OF AUTHENTICITY

DEDICATION

PREFACE ................................................................................................................... i

TABLE OF CONTENTS ........................................................................................... iii

LIST OF TABLE........................................................................................................ v

CHAPTER I INTRODUCTION

A. The Background of the Problem ................................................. 1

B. The Identification of the Problem .............................................. 7

C. The Limitation of the Problem .................................................. 7

D. The Questions of the Research ................................................... 8

E. The Aims of the Research .......................................................... 8

F. The Uses of the Research ............................................................ 8

CHAPTER II THE THEORETICAL FOUNDATIONS

A. The Descriptions of Speaking Skills ........................................... 9

B. The Descriptions of Role Play .................................................... 18

C. The Frame of Thinking ........................................................................ 21

CHAPTER III THE METHODOLOGY OF THE RESEARCH

A. The Objectives of Research.......................................................... 24

B. The Variables of Research............................................................ 24

C. The Location and Time of Research ........................................... 24

D. The Method of Research............................................................... 24

E. The Data Resources....................................................................... 25

F. The Population and Sample........................................................... 26

G. The Techniques of Collecting the Data ...................................... 28

H. The Techniques of Anallyses the Data........................................ 30

I. The Hypothesis............................................................................. 33

CHAPTER IV THE RESEARCH FINDINGS

A. The Objective of MA Nurul Huda Munjul Cirebon.................... 34

B. The Research Finding ................................................................. 41

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion................................................................................... 61

B. Suggestion ................................................................................... 62

BIBLIOGRAPHY

APPENDIXES

0

CHAPTER I

INTRODUCTION

A. The Background of the Problem

Language is very improtant in daily live as a menas of communication of

human beings. How people try to get some information from other and

conversely, how otjers try to give information to us. It is impossible for people to

make mutual relationship with one another to without language. According to

Mackey (1995: 233), “ language is a system of sounds, words, used by human to

comunicate thought and feeling”. It is becoming a reflection of thought, feeling

value, culture etc.

Language is a social phenomenon. It is communication between

individuals. It also brings them into relationship with their environment. Beeoy

(1975: 3) states that “language is therefore socially learned behavior, skill taht is

acquired as we grow up in society”.

Based on the definition above language is used not only in oral but also in

writing as a means of communication to express ideas and feelings among human

being and also to learn the culture as well.

Hornby (1987: 473) states that laguage is human and non instinctive

method of communicating ideas, feelings, desire by mean of the system of sound

and sound symbol. by menas of language, we can communicate we use the

1

1

language to accomplish some functions, such as arguing, persuading, or

promoting.

English is becoming very popular and important language in our country,

especially for facing free trade and globalization era in 2010. In developing

country like Indonesia, English has an important role to the aim and science

development, technology, culture of art, and to create cooperation with other

countries.

English becomes an international language because used by almost of the

people and taught in many countries of world, including Indonesia. Since from

the time Indonesia has become independent in 1945, English has been considered

as the first foureign language which is taught as a compulsory subject at junior

and senior hight schools and an optional at the university level.

In English learning, it must for the lerners to have mastery of the four

basic language communication skills namely: listening, reading, speaking and

writing. All of these skill must be practiced by the students and can not be

seperated from one another. It is mentioned in the outline of English teaching

problem.

Remembering the importance of English right now, so I must be

absolutely studied. the writer is one of the opinions that studiying English is not

easy. it can be seen to the students who study english from the elementary until

university do not know good ability as being expected. for example, in using

2

english for communication iether in writing or speaking, because there are many

aspects that must be studenied in english.

Speaking is a tool for communication. The comunication is something

done in almost all human‟s activities and to get a person to thing in the language

and use it for communication. By communicating we can perform an

understanding, make a relationship, and spread the knowledge. “Language is

used by people to express ideas and feeling and to communicate with each

other”. Schirato and Yell (1997:1) state that language is a tool for social

expressing our feeling, ideas and knowledge. Whitout language the development

of human culture will be the same that animals. There is nothing more new while

using the language.

There are many people of the opinion that the world “communication” is

an English word. Their opinion is very wrong. They only see from the word

“communication” it self so that they come to the conclusion that the word

“communication” is not an English word. This word comes from the other

language and then increasing English vocabulary linguistically. The increasing of

vocabulary from the other language is a natural thing and can be understood.

Ehninger, Gronbeek, Mekerrow and Monroe ( 1986:4 ) inform that the

prefix com ( from the Latin cum, meaning “with”) and numus (referring to a

service performed for the culture) are combine in our word communication a

word that in its broadest sense means sharing experience publicly for the

common good. Communicating publicly therefore is part of most adult‟s lives.

3

People frequently are called on to present oral messages of some length and

complexity to groups of listeners.

Any language existing in the world use as an instrument of communication

between or among people of course consists of listening, speaking, reading and

writing. As a matter of fact, there is a language which is no longer used as an

instrument of communication such as, Latin and Sanskrit. These two languages

are now only used for the terminologies of knowledge and science. However, one

language skill which is the most dominant rather than the other language skills is

speaking. All of people‟s activities as long as their lives from waking up until

going back to the bedroom, even in a sleep (dream) they of course speak .

It shows that speaking is one of language skill which is frequently used

rather than the other three language skills namely, listening, reading, and writing.

Fromkin and Rodman (1983: 3) inform that whatever else people may do when

they come together – whether they play, fight, make love, or make automobiles –

they talk. We live in a world of words; we talk to our friends, our associates, our

wives and husband, our lovers, our teachers, our parents and in–laws. We talk to

bus drivers and total strangers. We talk face to face and over telephone. And

everyone responds with more talk. Television and radio further swell this torrent

of words. As a result, hardly a moment of our waking lives is free from words,

and even in our dreams we talk and are talked to. We also talk when there is no

one to answer. Some of us talk aloud in our sleep. We talk to our pets and

sometimes to ourselves. And we are the only animals that do this – that talk.

4

Based on the information above, it is clearly known that all of the people

when getting together or meeting one another such as playing, fighting, making

love or making automobiles, they of course talk. They talk their friends,

associates, wives and husbands, lovers, teachers, parents in laws. They can talk

person to person or by means of telephone. Television and radio broadcast the

news by means of talking. Even they talk in a sleep or talk with their pets. In

short, all the activities of the people are filled with talking.

The education should give serious attention to the speaking as one of the

language skills. Howover, it is a crucial problem for Indonesian students, in the

fact, in that there are only few students who can speak English. The problem is

caused by the differences which two languages. These include differences in

pronounciation, grammar, vocabulary and other. Beside that, the system of

English teaching that the teacher demonstrated "Linguistic competence"

(Chomsky) but not "Commuticative competence" (Hymes). Now we recognize

the importance of what a language does (function) as well as that it is (stucture) –

and what a language does unable us to communicate. According to Hymes

(1974:75).

At the same time, through speaking practiced loudly, the stutents will

establish good speaking. If speaking has become their ability, so they will be able

to speak every speaking materials they like. In this way, they can enlarge their

conversation, dialogue and knowledge. By having those problem, the writer will

introduce the using of role-play. As stated by Bailey in Nunan (2003-57), “ role-

5

play are also excellent activities for speaking in the relatively safe environment

of the clasroom. In a role-play, students are given particular roles in the target

language”.

Role play is a simulation technique to interect in social education and it is

useful for someone to make a relationship whit their environment. Through role

play, students act and practice speaking actively. They practice speaking while

they pretend to be or to act as any profession. Theoritically, the students will be

able to learn English easier. The term "role" comes from the "rolled-up" script

actors used to use over two thousand years ago in Ancient Greece. In time, the

script became the part, and actors then were said to play the "role" of, say,

Hamlet or Othello or Ophelia or Desdemona.

But one can also create a role, improvise a performance, and in fact

children do this all the time in their pretend play. There's a kind of vitality that

attends this type of imaginative activity, and a young physician in Vienna around

1910 was intrigued by the nature of creativity and spontaneity. One aspect of role

play was that of diagnosis or assessment--a test of how a person would act when

placed in an imagined or pretend problematic situation. Interestingly, the German

high command used this method in order to reform their officer corps. The goal

was genuine merit instead of the old tradition of using the college-educated sons

of the aristocracy too many of whom were far from real leaders. And however

horrible the political purposes this army then served, it did function to help create

a remarkably effective organization, and its officers were a cut above those of

6

other countries. Only after the Second World War began did the allies pick up

this technique.

The technique enables students to be interested in learning speaking and

their speaking will increase well. Through role-play, students act and practice

speaking activity.

B. The Identification of the Problem

The problem that can be identified in this research is divided in two parts:

1. The field of the research

The field of research is the method of teaching. (Role-play as visual aids

used as a technique or a method).

2. The main problem

the main of the problem in speaking this thesis is studying of the students‟

achievement in learning speaking by using role play.

C. The limitation of the Problem

The writer will limit the problem on two aspects as follow:

1. The students‟ response towards using role-play in speaking skill.

2. The influence of role-play on students‟ activities in speaking skill which

happens in teaching and learning process, mainly on the students‟ score.

7

D. The Questions of the Problem

Based on the limitation of the problem, the writer has three questions of the

research as follows:

1. How is the students‟ response towards using role play?

2. How is the students‟ speaking skill?

3. Is there any significant influence of using role-play on the students‟ speaking

skill?

E. The Aims of the Research

1. To know the students‟ response towards using of role play.

2. To know the students‟ speaking skill.

3. To know if there is significant influence of using role-play on the students‟

speaking skill.

F. The Uses of The Research

1. The research product to be able to increase the students‟ skill in their speaking

competence with role play.

2. This research presented in speaking competence to increase the students‟

speaking skill.

3. For the writer own self, this research presented to fulfill one of requirements

for Islamic Graduated Degree in English program study at IAIN Syekh Nurjati

Cirebon.

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